Cracks in the Ivory Tower? The Views of Education Professors Circa 2010

Autor/inn/en	Farkas, Steve; Duffett, Ann
Institution	Thomas B. Fordham Institute
Titel	Cracks in the Ivory Tower? The Views of Education Professors Circa 2010
Quelle	(2010), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Schools of Education; School Restructuring; Elementary Secondary Education; Federal Legislation; National Standards; Certification; Alternative Teacher Certification; Teacher Educators; College Faculty; Teacher Attitudes; Teacher Role; Accountability; Tenure; National Surveys; Teacher Effectiveness; Educational Improvement; Change Agents; Educational Philosophy; Classroom Techniques; Criticism + Suchen Sie Ihr Suchwort? Erziehungswissenschaftliche Fakultät; Schulreformplan; Schulumwandlung; Bundesrecht; Abschlusszeugnis; Zertifizierung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Lehrerverhalten; Lehrerrolle; Verantwortung; Amtszeit; Beschäftigungsdauer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Bildungsphilosophie; Erziehungsphilosophie; Klassenführung; Kritik
Abstract	The American K-12 education system is under fire--and schools of education are no exception. Even the U.S. Secretary of Education and the presidents and deans of many teachers colleges and education schools themselves number among the critics. Alternative certification programs are blossoming in every corner of the land, competing for the bread and butter of these once-dominant institutions. Even as efforts to improve the teaching profession stretch beyond the walls of education schools, professors who teach within those walls have a clear stake in the policies that will affect their students. This report, therefore, goes to the source--the nation's teacher educators, responsible for preparing most of the children's classroom teachers--and asks for their perspectives on the pressing questions surrounding teacher education and school reform today. How do they view their own roles and those of their institutions? How do they respond to criticism? What do they think about the No Child Left Behind Act (NCLB), teacher tenure, state and national standards, measures of accountability, and alternative certification programs--their competition? Results show that education professors hold divided views on many issues. Balanced against a remarkable willingness to criticize their own preparation programs is a fair degree of defensiveness. In several areas, the views of teacher educators conflict with the policies that school districts and states pursue in today's public schools--and with the express needs of teachers themselves. Many attitudes have shifted since an original iteration of this study in 1997, even as other attitudes have barely budged. Two particular subsets within the professoriate are so intensely different that the authors have named them Reformers and Defenders. Appendices include: (1) Methodology; and (2) National Survey of Education Professors: Final Data. (Contains 25 footnotes and 17 figures. The foreword was written by Chester E. Finn, Jr., Michael J. Petrilli, and Janie Scull.) (ERIC).
Anmerkungen	Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.fordhaminstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10